Abstract: This study identifies, describes and generates a theoretical explanation of what it means to be a Nurse educator in New Zealand in the 1990's. It explores individual experiences within the broader social context. Sixteen participants from three Schools of Nursing in New Zealand were interviewed over a four month period. Constant comparative analysis of data eventuated in the identification of four conceptual categories named as : being a teacher, settling down, finding a place and coping with change. They were then drawn into the core category – Being – in- Becoming. Being – in- Becoming, means in this study, that a person is the Nurse teacher simply because that person has taken on the work of a teacher. In being a teacher, the person is adapting, changing and learning how to become a teacher. Being – in- Becoming, is a process which is on going, never ending, and constantly changing. The essence of this study is that the teacher's experience of Being – in- Becoming. is influenced by personal development and the way the person comes to 'know' about the world of Nursing education who is also intimately connected to the way Nursing curriculum is defined and experienced by individual teachers. These findings have implications for Nursing education , in recognition of teacher's concerns, background meanings and problems which influence a person's experience of being a Nurse educator. Expectations that feelings should be 'managed' therefore ignored is consistent in a group which claims caring as the essence of Nursing practice. Excessive workloads are constantly cited as a major problem for worker. The organisation has the responsibility to acknowledge the human experience of those who work within this area and to undertake to respond in ways which can improve the situation for all

Abstract: Attitudes towards the concept of professionalism have not been explored to any great extent in this country, especially the attitudes of the Clinical Nurse practitioner. The importance of knowing what Nurses attitudes are to this concept is central to the recognition of the current developmental stage and growth of the profession. A twenty statement Like-style attitudinal questionnaire was given to Registered Nurses to measure current attitudes to professionalism. No statistical significance was found between the degree of positively to professionalism and years of service, educational qualifications eg, practise area, or involvement with a professional organisation. There appeared to be a positive relationship between questionnaire score and length of time in the current practise area ( the longer the service the higher the score). Further statistical significance was found in questions highlighting what Nurses think of Nursing as a profession. This study should form the basis of further research and provide some thought for Nurse leaders, educators and policy makers

Abstract: The decision making behavior of senior nursing staff would alter as a result of participation in a planned in service education program which focused on the decision making process

Abstract: Nursing practice as the process of health patterning with families in complex health circumstances was made explicit through a method of research praxis. Findings include cost in relation to quality of Nursing care. The research provides direction for development of integrated health care with the introduction of the family Nurse in a Nurse Care Management Scheme